Teacher2Teacher 
Q&A #1590 
View entire discussion [<< prev] [ next >>]
From: Nick Kittl <nkittl@computan.on.ca> To: Teacher2Teacher Public Discussion Date: 2000101009:48:44 Subject: Glad to be of assistance How would your grade 2 child approach the fact of 3+9=12? Does she know that 3+9 = 9+3. She then locates 9 on the number line and adds on 3. Lesson is that its easier using the bigger number first. What if she could visualize patterns for one to ten and manipulate them in her mind? That is the ultimate. Normally I would suggest that in Jk and K total familiarity is built and in grade 1 adding and subtracting of numbers begins. Can you see the benefit of home and school using the same method? It is not too late! Buy some red 1 cm diameter stickers at a business outlet and start placing them on a sheet of kitchen wax paper in this precise order. 1 is a dot. 2 is a straight line (line segment). Moving in a counter clockwise rotation. 4 is a square. 5 is a die. Now here my method is unique. 6 = 5+1, 7 =5+2 , 8= a die + a triangle, 9 is 5 and a square, 10 =5+5. Make a set of flash cards for drill. Now that your child has a mental picture of the numbers for one to ten let’s start cooking.*** The fact of 3+9 =12 . She makes her pattern for 9. She takes 1 from 3 and completes the second 5The answer appears as 5 +5 +2 =10 +2=12. Similarly for the fact of 6+7=13, you would proceed as follows: 5+1+5+2= 5+5+3=10+3=13. Or 9+8= 10+7 = 17. Do all the 9+ 1, 2 ,3,4, 5,6,... ,11** To get the complete picture, go to www.computan.on.ca/~nkittl/
Post a reply to this message

[Privacy Policy] [Terms of Use]
Math Forum Home 
The Math Library 
Quick Reference 
Math Forum Search